2) core P.E. masters
体育骨干教师
1.
Present situation of middle school core P.E. masters in Hunan Province;
湖南省中学体育骨干教师队伍的现状调查
3) Key Physical Education Teachers
骨干体育教师
1.
An Analysis of Contemporary Characteristics of and Factors Contributing to the Talent-converting of Key Physical Education Teachers in Our Secondary Schools;
我国中学骨干体育教师的时代特征与成才因素分析
4) Key teachers
骨干教师
1.
Study of P.E. key teachers in Zhejiang secondary school;
浙江省中学体育骨干教师继续教育之研究
2.
The article has found out the thought state,lifestyle and present condition of rural middle school key teachers who participate in physical activities by the ways of documentation,questionnaire,actual research and logical analysis,and has known that the teachers′physical behavior characteristics.
本研究运用文献资料、问卷调查、实地观察和逻辑分析等方法,对淮北市农村中学不同年龄层次的骨干教师的体育健身意识、生活方式以及锻炼的现状进行调查研究,得出淮北市农村中学骨干教师体育锻炼意识较差、体育消费水平很低、对体育比赛、报道的关注度不够等结论。
3.
The professional growth and development of key teachers are effected by teachers themselves at internal level and other "ecological factors" in the schooling system at external level.
骨干教师是学校教育生态系统中的重要生态因子,其成长与发展,既受其作为生态主体的内在因素的影响,又离不开各种生态环境因子的影响与支持;个体的内在因素与各种支持性环境因素之间的多维交互作用,促进了骨干教师的专业成长与发展。
5) Backbone teachers
骨干教师
1.
In recent years,a number of backbone teachers in western higher schools drain into east,which intensifies the imbalance in regional educational development,and affects the harmonious economical development over the country.
近几年,西部高校骨干教师流失现象日益凸显,加剧了地区教育发展的不平衡,影响着国家经济的协调发展。
2.
The backbone teachers are the core parts among all teachers in special education school , who tend to be young and need to be trained The training institution for them should improve their teaching facilities so as to meet the demands of training to the backbone teachers.
特殊教育学校的骨干教师是特教师资队伍的中坚力量,这支队伍整体上趋于年轻化,需要加强培训。
3.
Studying the typical characteristics of all the backbone teachers and the forming stage and developing law will probe the developing principle and method and provide both theoretical and practical basis for the kindergarten teachers independence and profession.
研究幼儿园骨干教师群体的典型特征、形成阶段与规律 ,可以更好地探求幼儿园骨干教师的培养原则与方式方法 ,为幼儿园教师的自主化、专业化成长提供一定的理论与实践依
6) core teachers
骨干教师
1.
Research on the Improvement of Information Literacy of the Core Teachers in Primary and Secondary Schools in Liaoning Province;
辽宁省中小学骨干教师信息素养发展研究
2.
To organize the vocational school core teachers training in Hebei province is an active and effective countermeasure to improve teachers educational and teaching quality,and to optimize the training organization and implementation is a process of instructional design.
组织职业中学省级骨干教师培训是提高教师教育教学质量的一个积极有效措施,优化培训的组织和实施则是一个教学设计过程。
3.
The training of primary core teachers follows the procedure of choosing research problems and setting up a research group,exchanging plans and clearing one s own tasks,doing research on one s own and co-operating,writing the research paper and evaluating and so on.
小学骨干教师“自主、合作、探究”培训过程是:确定探究课题,成立课题小组;交流修正方案,明确职责任务;自主探究,合作交流;材料整理,撰写报告;交流、总结和评估。
补充资料：教师行为美
教师行为美
beautification of a teacher's behavior
教叨耐于为美(b eautifieation of a teaeher，sbehavior)教师在“育人”工作中的行为之美，而不是一般所谓的举止文明、彬彬有礼的行为之美。它是教师角色美的组成因素之一。引起学生美感的，由学生认定的教师行为的美学因素，是多种多样的。如能歌善舞、处事公正、待学生和气、幽默，等等，都可被学生认为是教师的行为美，这种认定有主观性(参见“教师角色美，’)。由于师生的“角色关系”，诲人不倦是这种美的核心。“诲”是教导、引导之意，而不是简单的说教和讲解。对学生言教之，循循善诱;行导之，以身作则。诲人不倦，即对学生言教不倦，行导不倦。这是“育人”工作的长期性和复杂性所使然，没有几年或十几年的风雨浸润，熏陶感染，是不能希望学生成才的。又由于学生的身心的复杂性，和影响学生成才因素的多样性，就使得每位教师非学而不厌，研究有关的规律不可。学而不厌，诲人不倦，是教师行为美的两个侧面。这一美的状况各个教师是不同的，决定于他们对教师角色的认同程度。 (周作云撰张粹然审)
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条